PBIS Team Training Module 2: Secondary Implementation Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative.
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PBIS Team Training Module 2: Secondary Implementation Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative Modules developed by the University of Missouri Center for School-wide PBIS and revised by North Carolina PBIS Team PBIS Training Overview Training organized around three “modules” School responsibilities Complete Working Agreement Attend training Develop action plans Share Annual Data Requirements with NCDPI NCDPI responsibilities Provide training support Provide limited technical assistance Provide networking opportunities 4 Overview: Module 2 Review Data : Classroom Data, Data Decision Rules, Evaluation Systems: Referral Process, Intervention Team, and Effective Classroom Design and Management Practices: Effective Classroom Management/lessons, Small Group Social Skills Instruction, Check-in/Check-out, Mentoring Team Time Module 2 Accomplishments and Products At the end of these two days, teams are expected to use the problem-solving model to: Assess current level of implementation & determine plan to address gaps Identify strategies to improve classroom management Begin planning systems to support secondary implementation Plan to collect & evaluate secondary data Revise and update Action Plan Materials to Assist: slides, workbook, supplemental resources, & Action Plan Expectations Be Responsible Return promptly from breaks Be an active participant Be Respectful Silence cell phones Listen attentively to others Be Kind Participate in activities Listen and respond appropriately to others’ ideas 7 Attention Signal Trainer will raise his/her hand Participants will raise their hand and wait quietly 8 School-wide Implementation Review What is PBIS? “…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.” (Sugai, et al, 2010, p. 13) 10 Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Resources Page 4 Supporting Student Behavior Positive Behavior Intervention & Support 11 School Improvement Academic Effective Whole School Behavior Classroom Intensive, Individual Interventions Intensive, Individual Interventions School Culturally •Tutoring •Functional Behavior Assessment & OrganizationPlans Responsive •Academic Remediation Behavior Intervention Planning •Specially Designed Instruction Instruction Effective Culturally Targeted Group Interventions •Small Responsive group instruction Instructional •Focused academic help Practices Practices sessions Struggling Students Targeted Group Interventions Progress •Social Skills Individuals instruction Monitoring •Reinforcement Consider- of specific skills •Group Behavioral Strategies EC action for Behavioral •Classroom Coaching Universal Group Strategies Specially Positive School EffectiveEligibility Related Services Design/ Designed Climate Instructional Universal Interventions Universal Interventions Differentiated Instruction Mental Health FBA/BIP Behavior Practices •School-wide •Effective instructional rules and Assistance Instruction Interventions practices procedures Mental Effective Staff •Recognition of •Systematic Focused Positive Health Services Development academic reinforcement Research-based Classroom achievement •Social Skills Instruction Academic Instruction •Culturally responsive •Culturally responsive Management Data Based practices practices Ongoing •Data-based Decision decision•Data-based decisionResources Classroom Coaching Screening and making making Making Page 5 and Consultation •Parent & Community •Parent & Community Assessment Parent and Partnerships Partnerships Community Partnerships Positive Behavior Intervention & Support Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for (Sugai, et al, 2010) All students 13 CONTINUUM OF POSITIVE BEHAVIOR SUPPORT Secondary Prevention Specialized Group Systems for Students with At Risk Behavior Primary Prevention School wide and Classroom wide Systems for All Students, Staff, & Settings ~5% Tertiary Prevention: Specialized Individualized Systems for Students with High Risk Behavior ~15% Resources Page 4 ~ 80% of Students Core GOAL: 100% of students achieve at high levels Tier I: Begins with clear goals: 1.What do we expect all students to know, understand and do as a result of our instruction? 2.How will we know if these goals are met? 3.How will we respond when students do not meet the goals with initial instruction? (Batsche, 2010) 4.How will we respond when some students have already met the goals? 15 Supplemental Tier II < 20% of students Core + Supplemental To Achieve Benchmarks 1.Where are the students performing now? 2.Where do we want them to be? 3.How long do we have to get them there? 4.How much do they have to grow per year/month to get there? 5.What resources will move them at that rate? 6.How will we monitor the growth of students receiving supplemental instruction? (Batsche, 2010) 16 Tier III ve, Individualized < 5% of Students Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks 1. 2. 3. 4. 5. 6. (Batsche, 2010) Where is the student performing now? Where do we want him/her to be? How long do we have to get him/her there? What supports has he/she received? What resources will move him/her at that rate? How will we monitor and evaluate the student’s 17 growth? Math Intensive Science Targeted Spanish Reading Soc skills Universal Soc Studies Basketball Label behavior…not people Dec 7, 2007 18 PBIS Focuses on prevention Focuses on instruction Uses data to make decisions & develop appropriate curriculum Collaborative process 19 PBIS Training & Implementation All PBIS Modules organized around problemsolving model Resources Pages 6-8 20 PBIS Teams • Best practice in professional development • Representative of all faculty and staff Assessment • Guides Intervention • Used for problem-solving & action planning Context • Application of best practice to fit unique school environments • Involves all staff, students, families, & community 21 PBIS Effective Process • 3-5 years • Effective professional development • Increase efficiency Expectations • Defined by building team with staff and community input • Implemented by all faculty and staff • Reflect behavior needs /challenges of school Teaching • Appropriate behavior is taught • Positive behavior is publicly acknowledged • Inappropriate behavior is corrected 22 Administrators at Successful PBIS Schools • Team members schedules • Time for professional development Provide opportunities for learning & practice • Provide direction • Attend meetings regularly • Knowledgeable about data & action plan Participate actively in team Publically support & encourage implementers • Prioritize PBIS • Acknowledge regularly 23 Systems Implementation Logic Effective • Achieve desired outcome? Efficient • Doable by implementer? Relevant • Contextual & cultural? Durable • Lasting? Scalable • Transportable? Logical • Conceptually Sound? Fixsen and Sugai, 2010 24 Features of a Comprehensive System of PBIS Total staff commitment to managing behavior Clearly defined and communicated expectations and rules Clearly defined consequences for unwanted behaviors An instructional component for teaching students expected behaviors A support plan to address the needs of students with chronic, challenging behaviors Procedures for acknowledging appropriate behavior(s) 25 PBIS Team Responsibilities Assess the current behavior management practices Examine patterns of behavior Obtain staff commitment Develop a school-wide plan Obtain family and community participation and input Oversee, monitor, and evaluate all planned objectives and activities developed by the team 26 Activity: Audit of School-wide Implementation 1. Complete the Universal section of the Implementation Inventory (or review your completed Inventory) 2. Determine if your score is above 80% 3. Address any areas of concern on your action plan Workbook Pages 3-5 Why is it so critical to build School-Wide Interventions before implementing Secondary and then Tertiary Interventions? It’s Time to Consider Secondary PBIS Implementation When… Universals have been implemented but are not sufficient to impact specific behaviors Students display chronic patterns Behavior is impacting academic progress and “time in class” CONTINUUM OF POSITIVE BEHAVIOR SUPPORT Secondary Prevention Specialized Group Systems for Students with At Risk Behavior ~5% ~15% Take a close look at Classroom Management before implementing specific secondary intervention Primary Prevention School wide and Classroomwide Systems for All Students, Staff, & Settings ~ 80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High Risk Behavior Team Initiated Problem Solving (TIPS) Model Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Positive Behavior Intervention 32 & Support Secondary Data IIO at least Level 1 and SET scores at least 80% Triangle Data NC PBIS Data Data Collection Tool: DBR Collection Data decision rules Manual Small Group Outcome Data Evaluation of Secondary level of PBIS Triangle of Student Referrals Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 07% 03% Targeted Group Interventions Some Students (at-risk) High Efficiency Rapid Response Universal Interventions All Settings All Students, Preventive, proactive Students with 6+ referrals Students with 2-5 referral 10-15% 90% 80-90% Students with 0-1 referrals N um ber of R efer r als per S tudent Referrals by Student as a Universal Screening Tool 20 10 0 Students Data needed to Problem-Solve Data from “bounces,” ODR, ISS, after-school detention, OSS should include information about Location Frequency Problem Behavior Motivation DBRs Resources Page 9 Daily Behavior Report = DBR The DBR involves a brief rating of target behavior over a specified period of time Additional examples at http://www.interventioncentral.org/htmdocs/i nterventions/behavior/behrptcd.php Level II 37 Characteristics of DBR The DBR involves a brief rating of target behavior over a specified period of time behavior(s) is specified rating of the behavior(s) typically occurs at least daily obtained information is shared across individuals (e.g., parents, teachers, students) the card is used to monitor the effects of an intervention as a component of an intervention (Chafouleas, Riley-Tillman & McDougal, 2002) 38 Potential Uses for the DBR Increase communication As a component of an intervention package, particularly in self-management Provide “quick” assessment of behaviors, especially those not easily captured by other means Monitor student behavior over time Flexible (Chafouleas, Riley-Tillman & McDougal, 2002) 39 A systematic DBR possesses the following 4 characteristics: 1. The behavior of interest must be operationally defined 2. The observations should be conducted under standardized procedures 3. The DBR should be used in a specific time, place, and at a predetermined frequency 4. The data must be scored and summarized in a consistent manner (Chafouleas, Riley-Tillman & McDougal, 2002) 40 How are DBR data summarized? 41 DBR Considerations Measures perception of behavior “3 to 7” not “he is a 7” No absolutes in Social Behavior Rater Effects 42 DBR Data 25 # of incidents 20 15 10 5 0 43 Data Decision Rules Data Decision Rules Can be used by teams to determine set points where students will be referred for additional support Can be used to determine focus of implementation Data Decision Rule Examples Any student that is absent more than 3 days in one month (or one 4 week period) will be referred for intervention Any student who receives 2 or more ODRs within a 9-week period will be referred for intervention Any student who fails one or more classes will be invited to join a small group related to classroom success Data Decision Rule Examples IF... More than 40% of students receive one or more office referrals More than 2.5 office referrals per student More than 35% of office referrals come from nonclassroom settings More than 15% of students referred from nonclassroom settings More than 60% of office referrals come from the classroom 50% or more of office referrals come from less than 10% of classrooms More than 10-15 students receive 5 or more office referrals Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after receiving targeted group settings Small number of students destabilizing overall functioning of school FOCUS ON... School Wide System Non-Classroom System Classroom Systems Targeted Group Interventions / Classroom Systems Resources Page 10 Individual Student Systems Evaluate Program Effectiveness Pre-test/post-test comparison of criterion for entrance into program (attendance, grades, suspensions, etc.) Activity: Secondary Data Assess & Identify Problems Develop Hypothesis & Solutions Identify Action Steps Workbook Pages 6-7 Team Initiated Problem Solving (TIPS) Model Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Positive Behavior Intervention 51 & Support Systems Support for Effective Teaching Secondary Systems Supporting effective classroom systems Brain-based learning Cultural Responsiveness Effective Teaching Plans Secondary Team Functions Data Decision Rules How Students Access Targeted Interventions Effective Classroom Systems Brain-Based Learning Students are functioning from either: Limbic System: Fight or Flight Cerebral Cortex: Analytical, Logical Brain develops from back to front Frontal Cortex: Self-regulation, attention, critical thinking Problem-solving, long-term planning develop last Proof that impulse control… …and judgment develop last Classroom Implications Emotional responses from students = reduced reasoning, logic, ability to understand consequences To avoid functioning in limbic mode in the classroom, students must feel Safe Wanted Successful Perception is Reality What is “perceived” by the brain determines the chemical response How one interprets reality when under stress is most reflective of one’s significant life experiences Repetitive experiences reinforce synaptic pathways Activity: Johnny’s Story The Chemistry of Attention Dopamine levels decrease as focused attention time is required or enforced Dopamine regulates emotion, movement, and thought Research suggests 8-12 minutes of maintained attention for grades 3-7 When learners are drowsy or “out of it,” it’s likely that brain chemical levels are low Classroom Implications Provide ENGAGING activities: •Physical movement •Use humor •Play music •Change location •Drama/Storytelling •Games •Discussions •Celebrations BONUS…physical activity triggers release of hormones that enhance neural communication, elevates mood, and assists in long-term memory formation!! Classroom Implications ROTATE STYLES of instruction to provide strong contrast : •Mini-lectures •Individual work •Group work •Team time •Peer feedback •Computers •Reflection •Student-led teaching Classroom Implications Use emotion to trigger attention Alert Students’ Senses Trigger Significant Memories Introduce a Sense of Novelty Build in time for processing and rest so information has a chance to make it into longterm memory Activity: Classroom System How can your team support all teachers in using effective classroom systems? Workbook Page 8 Activity Labels Culturally Responsive Instruction Is School Discipline Fair? 30 Years of Study Disproportionality found based on race/ethnicity & gender in: Office referrals Suspension & expulsion events Corporal punishment Alternative schools Inconsistently applied rules (Skiba, 2008) What Behaviors are Students Referred For By Race? Of 32 infractions, only 8 significant differences: White students referred more for: Smoking Vandalism Leaving w/o permission Obscene Language Black students referred more for: Disrespect Excessive Noise Threat Loitering (Skiba, 2008) Other Cultural Factors Students who receive free lunch are at increase risk for school suspension Students whose fathers did not have a full time job were significantly more likely to be suspended Both low and high income adolescents agreed that low income students were unfairly targeted by disciplinary practices Skiba, Micheal, Nardo & Peterson, 2002 Culturally Responsive Instruction Acknowledge students’ differences as well as their commonalities Validate students’ cultural identity in classroom practices and instructional materials Educate students about the diversity of the world around them Promote equity and mutual respect among students Assess students’ ability and achievement validly Culturally Responsive Instruction Foster a positive interrelationship among students, their families, the community, and school Motivate students to become active participants in their learning Encourage students to think critically Challenge students to strive for excellence as defined by their potential Assist students in becoming socially and politically conscious APA Recommendations: Reducing Disciplinary Disproportionality School-wide: Teacher training in classroom behavior management Reducing cultural mismatch Avoid one-size-fits-all discipline Use data to facilitate change (Skiba, 2008) Activity: Cultural Responsiveness With your team discuss the implications of disciplinary disproportionality within your school Problem-solve for possible solutions Workbook Page 8 Effective Teaching Plans Effective Teaching Plans… Are for all teachers Become fluid, living, breathing documents Support reflective, thoughtful, well-planned teaching & use of effective strategies (academic and social) Provide direction for needed PBIS system supports Components of An Effective Teaching Plan Define classroom rules based on school-wide expectations Outline routines (attention signal, etc) Establish schedule for teaching routines and procedures Decide strategies for encouraging appropriate behavior and discouraging problem behavior Plan a variety of instructional strategies Resources Establish effective classroom Pages 11-13 environment Effective Instruction Effective instruction increases the likelihood of correct student responses Correct responding is correlated with positive teacher interactions Leading to increased academic achievement of students and positive behavioral exchanges between students and teachers Gunter, Hummel, & Venn, 1998 Creating a Climate for Learning Clear, Positive Expectations Clear Rules Positive Role Modeling Acceptance of Shaping Respect for Each Student Limit Setting Praise Procedures & Routines Positive Reinforcement Structured Academic Success Activity: Effective Teaching Plans How can our PBIS team help all teachers in our building utilize Best Practice in the Classroom? Workbook Page 9 Secondary Team Systems Secondary Systems Secondary support team processes Referral process for students Function based intervention Secondary Support Team Processes PBIS Secondary Support Team Processes How will you structure your team? Subcommittee of existing PBIS team? Separate team dedicated to problem-solving secondary behavior concerns? Who will be on your team now? Counselor, Social Worker, Behavior Specialist, ISS coordinator, others, etc. What does the PBIS Secondary Support Team do? For secondary levels of support: Create data decision rules Create referral form & flow chart for Secondary Support Process Facilitate referral process for intervention & support Oversee secondary intervention implementation Evaluate data to determine intervention progress & effectiveness Activity: Secondary Support Team Processes Discuss and outline how your secondary support team will operate Workbook Page 9 Secondary Referral Process Who is appropriate for Secondary interventions? APPROPRIATE Low-level problem behavior (not severe) 2-5 office referrals Behavior occurs across multiple locations Examples: talking out minor disruption work completion Data Decision Rules 6 or more ODRs 2-5 ODRs Secondary Prevention Specialized Group Systems for Students with At Risk Behavior ~5% ~15% Other data decision rules: -# minor incident referrals -absences -teacher concern -behavior screening results 0-1 ODRs Primary Prevention School wide and Classroom wide Systems for All Students, Staff, & Settings Tertiary Prevention: Specialized Individualized Systems for Students with High Risk Behavior ~ 80% of Students Referral Process Simple referral process for staff (referral form example) Team receives referral Respond to teacher referral within 48 hours Team assigns secondary intervention Intervention begins within 10 days Team evaluates Continue Intervention Move to next step in problem solving process Secondary Referral Process Request for Assistance Team Contact Team Assessment of Concern Targeted Intervention Targeted Intervention Resources Page 14 Targeted Intervention Critical Features Rapid access to intervention Very low effort by teachers Positive System of Support Students agree to participate Implemented by all staff/faculty in a school Flexible intervention based on assessment Functional Assessment Adequate resources allocated (admin, team) Continuous monitoring for decision-making Activity: Secondary Referral Process Review and discuss sample Secondary Support System Referral Flow Chart and Referral Form to begin designing the system for your school Workbook Page 10 Team Initiated Problem Solving (TIPS) Model Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Positive Behavior Intervention 95 & Support Secondary Practices To correctly match appropriate intervention practices to problem behaviors, teams will rely on the science of behavior. Basics of Behavior Behavior is learned Every social interaction you have with a child teaches him/her something Functional Perspective Every behavior serves a purpose (…every picture tells a story …) Every behavior’s purpose is to meet a need (either real or perceived) The “WHY” of behavior Discuss How would knowing the function of problem behavior assist in developing interventions? Brief Behavioral Assessment Eddie’s teacher is increasingly frustrated with his outbursts. Anytime she asks Eddie to work independently or turn in assignments, Eddie talks back, yells out, gets out of his seat, or “starts something” with his classmates. Eddie’s teacher says that she has tried repeatedly to talk to him about this behavior to no avail. Behavior Interventions Look for opportunities to: Prevent problem behavior from occurring Teach an acceptable alternative behavior Reward a positive behavior Behavioral Interventions TRIGGER 1.Teacher Present 2. Staff Directive 3. Indep. Work 4. Little Attention Resources Page 15 BEHAVIOR OUTCOME PAY OFF 1. Blurt out 2. Talking back 3. Yelling 4. Verbal Disrespect 5. Out of Seat 1.Teacher Response 2. Talk about Concern 3. Repeat 4. Peers Ignore 1. Get Teacher attention (power struggle/ conversation) TRIGGER: BEHAVIOR OUTCOME PAY OFF Is there any way to remove? What new Behavior can we teach? How can we respond differently? Is there a different way for the student to get his/her need met? Activity: Assess Current Support List the Student Support Programs being offered in your school now. Decide which behavioral needs are met by each program. Workbook Page 11 Common Questions Activity -orWe know what you’re really thinking… Common Questions?? Do Problem Students Deserve Positive Attention? When I Change Interactions, Am I Giving a Misbehaving Student Her/His Way? Is it Appropriate to Give Even More Time and Attention to Students Who Misbehave? Won’t the Students Know The Positive Attention is Phony? What Do You Do When You Just Don’t Like the Student? Practices In The Classroom Preparing the Classroom Teacher Rules are defined for each of the expectations and posted in classrooms Routines have been established Resources Praise is given and made priority Page 16 Acknowledgement Procedure for tracking discipline issues Range of consequences are consistent 108 Activity: Classroom Practices Complete the classroom practices team activity Workbook Page 12 109 Tiered Lessons for Students with Behavioral Challenges Match to learning style and interest Tiered for 2+ levels of students’ readiness Teach same objective with same amount of time Each student should remain challenged at any level (Northey Waterman, 2005) Select a Differentiated Process Multiple Intelligences Tiered lessons based on four learning styles Flexible grouping (Northey Waterman, 2005) Differentiated learning experiences Multiple Intelligences(Northey, 2005) Linguistic-skits, letters, speeches Logical/Mathdatabase, charts, graphic organizers Spatial-maps, posters, models, collages Kinesthetic-skits, dances, videos, talk shows Musical-songs, ballads, commercial jingles Naturalistenvironment, affect, history, protection Interpersonal skills Intrapersonal skills Four Learning Styles (Northey, 2005) Mastery Style Self-Expression Style Interpersonal Style Understanding Style Flexible Grouping Flexible grouping helps to avoid “tracking” students at certain levels or learning styles. Students can get to know more of their peers if they are required or inspired to become involved in group work with everyone in class at some point. Flexible Grouping Continuum Examples 1. Foundational to transformational 2. Concrete to abstract 3. Simple to complex 4. Single facet to multiple facets 5. Small leap to great leap 6. More structured to more open 7. Less independent to more independent 8. Slow to quick Environmental Assessment Physical Arrangement Physical Arrangement Reduce congestion in high-traffic areas Ensure the teacher can easily see all students Make teaching materials and student supplies easily accessible Make sure students can easily observe whole class presentations Devote some display space to student work Classroom Arrangement Considerations What type of activities will students typically be doing? What type of student interaction does the teacher want? What arrangements will foster these activities and interactions? Establish Expectations, Rules, and Routines Establish Behavioral Expectations and Rules Use school-wide expectations as basis for classroom rules Clearly and positively stated State in observable terms Posted and referred to frequently Teach explicitly to FLUENCY Reinforce consistently Establish Procedures Based on Expectations Develop a schedule Teach an attention signal Teach routines for repetitive tasks Use precorrects Develop Classroom Schedule Establish predictable schedules illustrate with icons, time, etc. Schedule non-instruction time Evaluate the variety and time for each activity. POST Develop A Schedule... Down Time Causes Problems Unscheduled time in a classroom is an open invitation to disruptive behavior. Scheduled time is one of the basic proactive variables that is under teacher control. At least 70% of the school day should be scheduled for academic activity Teach Attention Signal Always use a simple portable cue Avoid starting instruction until all students are attending Reinforce students who attend immediately Provide specific verbal praise to peers to redirect students Consistency, consistency, consistency! Routines Used for transition times and basic activities that happen on a regular basis Establish clear expectations for students and adults PLAN, POST, and TEACH routines Effective Routines - Rationale The number one problem in the classroom is not discipline; it is the lack of procedures and routines. A vast majority of the behavior problems in the classroom are caused by the failure of students to follow procedures and routines. -Harry Wong Effective Routines: Why They Help Manage Behavior Support for transition times and basic activities that happen on a regular basis Establish predictability Clear Expectations for Student Behavior Clear Expectations for Adult Behavior Encourage Expected Behavior Encourage Expected Behavior Provide praise for correct academic responses and appropriate social behavior leading to: Increases in student correct responses Increases in on task behavior Decreases in disruptive behaviors (Sutherland, 2000) Encourage Expected Behavior: Verbal Feedback Timely and accurate Specific and descriptive (Tie to school-wide expectations) Contingent Age-appropriate Given in a manner that fits your style Examples of Non-Verbal Feedback Wink Nod Thumbs-up Pat on the back High-five Hug (when and where appropriate) Ratio of Interactions 4:1 ratio of positive-to-negative statements Each time you have a negative interaction, tell yourself you owe that student positive interactions Identify specific times you will give positive feedback Schedule individual conference time Scan the room for appropriate behaviors Engage in frequent positive interactions with all students Teaching Effective Rules Tell-Show-Practice-Assess-Repeat Give positive reinforcement for appropriate student use Consider consequences for errors re-teach redirect time to “Cool Down” Reflect! Are the rules working? Why or why not? Teaching Rules Teach your expectations before the activity or transition begins. Monitor student behavior by circulating and visually scanning. Begin the cycle again for the next activity. Provide feedback during the activity and at the conclusion of the activity. Give Precorrects PRECORRECTS function as REMINDERS Opportunities to practice Prompt for expected behavior Especially helpful before teacher anticipates behavior learning errors Precorrect Examples “Remember to put your papers in the bin before you quietly walk out of the room.” “Sam, show us how to be respectful and line up quietly for gym.” Increasing Positive Interactions Focus on teaching students to get attention through responsible behavior Require adults to change the ratio of adult to student interactions from primarily negative to primarily positive Increasing Positive Interactions Based on the concept that most students want and need adult attention Leads students to feel like valued members of the learning community Techniques to Improve Compliance Do not use a question format Get up close - proximity Use a quiet voice Make eye contact Give them time Techniques to Improve Compliance Tell them only twice Give one direction at a time Tell students what you want them to do (rather than what you don’t) Verbally reinforce compliance Get up and move Increasing Opportunities to Respond: Active Participation Encourages everyone to become involved in learning Increases rate of responses of all learners Increases attainment of material presented Allows reluctant learners a secure environment to practice Decreases inappropriate or off task behavior Some Examples… Whole Group Written Responses Practice Time! Students should be reinforced at a rate of _____ to ______. Universal strategies used in classroom management are to teach rules and _________. PBIS stands for_________________. Minimize and Correct Student Behavior Errors Techniques to Minimize At-Risk Behaviors Surface Management Cognitive Approaches Sensory Strategies Signaling Systems Surface Management: Proximity Physical presence of the teacher is an external source of control for student behavior Allows for intervention without any “public” acknowledgement of the student or behavior Teacher circulates around the room, moving closer to the student as behavior occurs Proximity can range from standing nearby to placing a hand on the desk or shoulder The teacher continues teaching! Surface Management: Antiseptic Bouncing Allows the student to exit the setting briefly and minimizes continuation/escalation of the behavior Signal student to leave while “saving face” Travel to an arranged spot for a set time This can be done as a “helping job” This process should prearranged Surface Management: Humor Humor can be used to effectively redirect and/or de-escalate behavior A good ice-breaker allows everyone to save face Caution: avoid sarcasm! Caution: If you said it, and you are the only one laughing, it wasn’t really funny! Surface Management: Ignoring Quite simply, refusal to respond Useful for low-intensity behaviors No eye-contact, emotion, proximity, message (verbal, gesture, tone, expression) Begins immediately upon behavior initiation Pair with reinforcement of the correct behavior Cognitive Approach: Routines Structure creates safety and comfort Provides a sense of purpose, work guidelines and ability to anticipate Structure that is universal will especially benefit certain students Additional individual structure may be needed Cognitive Approach: Repetition If it’s important, say it (write it, do it) again! Natural way for the brain to determine importance Ensures information will be available when it is ready to be processed Can also be done through symbolic attachment Sensory Strategy: Music There are specific neurons for processing music…it may be a preferred learning style. Specifically helpful in spatial reasoning and math Useful to facilitate student transition Impacts and helps regulate mood Can be calming to students with anxiety…. Provides multiple reinforcement opportunities Sensory Strategy: Movement Physical movement (gross and fine motor) Associated with language development and problem solving Repetitive movement can improve recall Can increase engagement and time on task for those easily distracted/inattentive Provides stress reduction Provides multiple reinforcement opportunities Signaling System: Cueing Visually/Verbally based prompts and reminders Improve overall communication when paired with language Respond to the brain’s needs during stress to process information & clarify perceptions Gain student attention by signaling what is important Minimize disruptions to the learning process Signaling Systems: VISUAL CUEING Visuals are the strongest aide in quick learning. Vision also has dedicated neurons in the brain. Children need gestures to make language clearer. Stress makes the brain more dependent on visuals not only to hear and process, but also to establish perceptions. Use visual cues to get students’ attention, to clarify language, as a behavioral intervention, and to signal the brain as to what is important. Signaling Systems: Verbal Cueing CATCH PHRASES Nike? Trix? Burger King? Conjunction Junction? Key Points in your lessons should be reduced to catch phrases. Rules/Procedures should be reduced to catch phrases. What should be your first strategy to address repetitive student behavior errors? Correct Student Behavior Errors “Emotion Free” response More effective if students have been taught expected behaviors Minimize attention other than to signal an error has occurred Praise for appropriate behavior How does it look… Correct Student Behavior Errors 1. 2. 3. Signal that an error has occurred Refer to rules: "We respect others in this room by not using put downs.” Ask for an alternative appropriate response "How can you show respect and still get your point across?" Provide an opportunity to practice the skill and provide verbal feedback "That's much better, thank you for showing respect toward others.” Utilize Effective Reinforcement Strategies Effective Reinforcement Strategies Behavior(s) are determined and taught Reinforcement is contingent upon appropriate behavior Be generous with reinforcers at the beginning Reward class when: Students who have not exhibited behavior in the past are exhibiting the behavior now. Students who have exhibited behaviors in the past continue to exhibit them. Verbal Praise Paired With A system to deliver group contingencies or individual reinforcement “Yes/no” bag Compliance matrix Lottery tickets A process for students to exchange token/lottery tickets Assessing Classroom Environment Things to Consider First… Establishment of a universal (school-wide) system does not guarantee individual teachers are implementing with high integrity Students who appear “At-Risk” may benefit more from a teacher improving his/her skills in behavior management than in student participating in targeted interventions Practices in the Classroom Assess physical arrangement of classroom Establish behavioral expectations/rules Encourage expected behavior Minimize and correct student behavior errors Provide effective instruction Resources Pages 16-22 Secondary Interventions (Practices) Is It Really Resistance To Intervention? Before Implementing a Secondary Intervention, You Must Ask: Is the Student Receiving an Adequate “DOSE” of the Universal Intervention? Some Secondary Interventions… -Small Group Social Skills Instruction -Check In/Check Out (CICO or BEP) -Mentoring Targeted Social Skills Instruction “Students learn appropriate behavior in the same way a child who doesn’t know how to read learns to read—through instruction, practice, feedback, and encouragement.” - Tim Lewis Teaching Behavior Inappropriate behavior is viewed as a skill deficit Social skills training teaches students a process or strategy to resolve problems Teaching behavior is used when a student needs to replace problem behavior with a more desirable behavior Two Types of Social Skill Deficits Skill deficits (cannot do) Direct teaching approach Coaching, modeling, behavior rehearsal Performance deficits (will not do) Incentive-based management approach Prompting, cuing, reinforcement Prompted social initiations Home and school rewards Individual and group contingencies Assessment of Social Skills Skill based deficit Provide strong incentive to observe if student can perform under such conditions Assessment of Social Skills Performance based deficit Motivational deficit Observe if student performs skill following introduction of motivational strategy motivation=value*belief in ability*get reward promised (Vroom, 1964) Discrimination deficit Student frequently performs skill, but fails to perform under specific circumstances Oblivious to social cues or social demands of situation Social Skills Instruction Direct instruction Skill based approach Social problem solving Strategy based approach Opportunistic teaching (not enough alone) Prompt students who have missed an opportunity to practice a skill Provide correction when skill is incorrectly or inappropriately demonstrated Debrief when student uses inappropriate behavior in place of appropriate social skill To effectively teach social skills you must ALWAYS determine what you want the student to do INSTEAD Social Skill Areas Cooperation skills Assertion skills Friendship skills Empathy skills Self-control skills School and classroom skills Social Skills Instruction for Small Groups Select & group students with similar needs Determine staff responsible Determine best time for instruction Select curricula & write lessons Communicate with teacher and parents Evaluate effectiveness Social Skills Instruction for Small Groups Select & group students with similar needs Type of problem behavior Intensity of problem behavior Age/Developmental level Gender Develop group behavior management plan Social Skills Instruction for Small Groups Determine staff responsible Consider size of group and type of problem behavior when assigning staff to (co)lead Determine best time for instruction Lunchtime, before/after school, rotating schedule, intervention block Social Skills Instruction for Small Groups Select curricula & write lessons Consider students’ developmental level Commercial curricula, online lessons, or custom lessons Materials needed Meeting space Resources requirements/limitations Pages 23-24 Generalization Strategies Provide a range of useful skill variations Teach in the targeted setting When teaching, include peers the target student is likely to encounter in the problem setting Use a number of adults when teaching Continue teaching for a sufficient amount of time Social Skills Instruction for Small Groups Communicate with teacher and parents Written parent permission best practice Determine how teacher(s)/parent(s) can encourage/participate (homework) Social Skills Instruction for Small Groups Evaluate effectiveness Pre/Post Data Comparison Teacher/Parent Feedback Student Assessment Social Skill Example: Following Directions/Instructions Discuss rationale for the critical rule What would happen if you do or do not follow directions? If you follow directions, you may be seen as more responsible & cooperative which could lead to more privileges Your teacher will view you as a learner because you follow through If you don’t follow directions, an adult might think you are deliberately misbehaving or ignoring them Elicit responses from students: when, where & with whom they would use this skill Activity: Teaching Skills We need 12 volunteers Following Directions Teach/describe the skill and skill steps Model examples and non-examples Acknowledge (verbal or nonverbal) Decide if you need to ask any clarifying questions Role play/practice with feedback Do the task immediately Students and teachers observing can provide specific feedback Review and test: Identify one time when you did not follow directions Identify one time when you did follow directions Critical Components of Behavior Instruction Teach the skill Demonstrate the skill Provide multiple opportunities for practice with feedback Reinforce and encourage when students demonstrate the skill Key Points It’s not what they know, it’s what they do Behavior can be taught Students need multiple opportunities to practice behavioral skill deficits Teachers need to reinforce students when they demonstrate targeted skills Research-Based SS Curricula Resources Page 25 Second Step Videos Pre-K K-1 2-3 4-5 Middle School Activity: Social Skills Groups Using your ODR data determine which social skills lessons and groups are most needed at your school, list: When will lessons be taught Workbook How will team ensure Page 13 instruction is occurring Evidence of lessons Possible reinforcers for participation Check-In Check-Out (CICO, aka BEP) CICO Research-based intervention effective with 75% of students who participate Check-in & check-out daily with an adult at school Daily performance data used to evaluate progress Behavior Education Program DVD 10 Critical Features of CICO/BEP 1. Linked directly to school-wide expectations and/or academic goals 2. Continuously available for student participation 3. Implemented within 3 school days of team determination 4. Can be modified based on assessment and/or outcome data 5. Includes structured prompts for ‘what to do’ in relevant situations (Crone, Horner, & Hawken, 2004) 10 Critical Features of CICO/BEP continued… 6. Student receives positive feedback from staff 7. Includes a school-home communication exchange system at least weekly 8. Orientation materials provide information for a student to get started on the intervention 9. Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention 10. Opportunities to practice new skills are provided daily (Crone, Horner, & Hawken, 2004) Why does CICO work? Improved structure Increase in contingent feedback Elevated reward for appropriate behavior Linking school and home support Organized to morph into a selfmanagement system Is My School Ready to Implement a CICO System? • School-wide system of behavior support in place (SET Score 80% or higher) • Staff buy-in for implementation of the CICO • Administrative support • No major changes in school climate data • CICO implementation a top priority How Do You Build Student and Staff “buy-in” for the CICO? Give CICO program a high profile in your school Promote CICO as positive support not punishment Collaboratively involve referring teachers in CICO process Provide regular feedback to staff, students, and families CICO/Behavior Education Program – Referral Flow Chart Teacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level Team Team decides that student is not a potential candidate for BEP – Recommends actions for teacher(s) SST recommends and develops alternative action plan – IEP Process, Tri-County Youth Counseling Services, Small Group Counseling, etc. Grade Level Team discusses concerns and makes a decision Team decides that the student is a potential candidate for BEP – Recommends student to SST and initiates Baseline Data Student Studies Team meets to review student data – Recommends BEP or alternative action Behavior Education Program Guidance Counselors, Pupil Personnel Worker or School Psychologist implement SST action plan 1. Vice Principal contacts parents to initiate Behavior Education Program 2. Grade Level BEP Coordinator meets with student to instruct on process and procedures of program Resources Pages 26-32 Activity: Check-in/Check-out Use your ODR discipline data to identify students with similar behavioral needs to consider for CICO Document steps for implementing CICO Workbook Page 13 Mentoring Mentoring Part of a systems approach to providing critical intervention for students who: Lack a role model Experience academic failure Maintain behavior with adult attention Implementation/Program Development Mentoring… Essential components of mentoring programs Involve personnel who have contact with students Select program staff Determine program goals and objectives Define target population Develop activities and procedures Activity: Secondary Practices Use your workbook to begin planning for Social Skills and CICO implementation Workbook Pages 14 Implementation Evaluation & Action Planning Team Initiated Problem Solving (TIPS) Model Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations Using the Referrals by Student report at the Secondary Level Use the data to identify groups of students for secondary interventions. What? Where? When? When? Why? Do we have a problem? Team Initiated Problem Solving (TIPS) Model Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations Problem Statements Write a “problem statement” that specifies the precise nature of the problem The more Ws (what, when, where, who, why) you incorporate into the problem statement, the more precise the problem statement will be The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem Problem-Solving Action Plan Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) We have 8 students with 2-5 ODRs from Sept. to Nov. for Write your Precise primarily disrespectful Problem behaviors in theStatement morning here. reading class and afternoon social studies class in order to access peer and adult attention. Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Who? SS JA All teachers By When? 11/1/10 Goal with Timeline, Fidelity & Outcome Measures, & Updates JM will earn 80% of his daily points on his daily progress report 11/3/10 per day for 4/5 days per 11/3/10 week by 12/18/10 Team Initiated Problem Solving (TIPS) Model Quick Review Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations Solutions – Generic Strategies Prevent Define & Teach Reward/reinforce Withhold reward/reinforcement – “Extinction” Use non-rewarding/non-reinforcing corrective consequences Safety may need to be considered Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily disrespectful behaviors n the morning reading class and afternoon social studies class in order to access peer and adult attention. Prevent “Trigger” Define & Teach Reteach Respect lessons Implement CICO to provide more frequent feedback and instruction about respectful behaviors. Reward/Reinforce Reward students earning 80% of points on DPR Withhold Reward Corrective consequence Other Safety Problem-Solving Action Plan Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Re-teach Respect lessons Write Solutions Implementhere. CICO Reinforce respectful behaviors with DPR Who? SS JA All teachers By When? 11/1/10 Goal with Timeline, Fidelity & Outcome Measures, & Updates JM will earn 80% of his daily points on his daily progress report 11/3/10 per day for 4/5 days per 11/3/10 week by 12/18/10 Team Initiated Problem Solving (TIPS) Model Quick Review Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations Problem-Solving Action Plan Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Who? SS By When? 11/1/10 Goal with Timeline, Fidelity & Outcome Measures, & Updates All 8 Document students will earn 80% of daily points on Goal here. their daily progress JA 11/3/10 report per day for 4/5 Document (CICO) 11/3/10 days per week by Implementation 12/18/10 All here. teachers Team Initiated Problem Solving (TIPS) Model Quick Review Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations CICO Avg. Points Per Day 100 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 Problem-Solving Action Plan Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Who? By When? SS 11/1/10 JA 11/3/10 Goal with Timeline, Fidelity & Outcome Measures, & Updates Evaluate here. All teachers 11/3/10 Activity: Action Planning Use your disciplinary data & action steps you have been creating to apply the problemsolving model Use the TIPS problem solving worksheet to assist you with the process Workbook Page 15 Practical Suggestions Keep in mind the importance of communication, especially listening Remember your purpose Get parents/community involved Continue ongoing assessment of program effectiveness Evaluate Program Effectiveness Increase in… Student attendance Work completion/grades Academic performance Completion of homework Parental/teacher involvement Positive studentteacher interactions Decrease in… Meetings with counselor Office referrals Time outs Suspension Detention Activity: Action Items for Next Meeting Using the Team Planning form in the back of your workbook identify your next steps (action plan) regarding secondary interventions Evaluations Have a safe trip home! Workbook Pages 16-17 Additional Resources: www.ncpublicschools.org/positivebehavior/ www.pbis.org